Defining Foundational Competence for Prelicensure and Graduate Nursing Students: A Concept Analysis and Conceptual Model

Aim: To define the concept of foundational competence as it pertains to prelicensure and graduate nursing students during their educational program, thereby informing pedagogical and assessment practices. Background: Competence has many definitions and uses, however a lack of consensus of a clear and useful definition in nursing persists. Without shared language, competence remains open for interpretation across and among groups and impedes the ability to teach and assess it in a competency-based education framework. Method: Using the Walker & Avant method of concept analysis, literature was reviewed and synthesized to define and explain the concept of foundational competence in nursing using evidence and practice from various disciplines. Findings: Antecedents, attributes, empirical referents and consequences of foundational competence were identified. Discussion: The components and uses of the concept of foundational competence are presented to guide peda-gogical and assessment practices necessary for competency-based education in nursing.

Automated summary

This study aims to define the concept of foundational competence and its application in the educational program of nursing students, providing guidance for pedagogical and assessment practices.